全文获取类型
收费全文 | 779篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 630篇 |
科学研究 | 33篇 |
各国文化 | 8篇 |
体育 | 51篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 58篇 |
出版年
2022年 | 11篇 |
2020年 | 13篇 |
2019年 | 25篇 |
2018年 | 33篇 |
2017年 | 35篇 |
2016年 | 29篇 |
2015年 | 24篇 |
2014年 | 26篇 |
2013年 | 178篇 |
2012年 | 29篇 |
2011年 | 26篇 |
2010年 | 16篇 |
2009年 | 26篇 |
2008年 | 14篇 |
2007年 | 23篇 |
2006年 | 19篇 |
2005年 | 20篇 |
2004年 | 14篇 |
2003年 | 25篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 16篇 |
1999年 | 15篇 |
1998年 | 11篇 |
1997年 | 8篇 |
1996年 | 15篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1983年 | 8篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1967年 | 2篇 |
1929年 | 2篇 |
1902年 | 3篇 |
排序方式: 共有788条查询结果,搜索用时 15 毫秒
101.
Schools are currently undergoing a process of reconstructed educational thinking and practice in Queensland. They are being challenged to review their organisational structures, the curriculum they teach and their pedagogical practices with the intention of transforming their structures, curriculum and pedagogies to ensure that all students are truly included in the school community. This paper reviews the background research that has informed the inclusion movement and the role schools play in developing inclusive education and outlines the specific initiatives that have been undertaken in Queensland, Australia. 相似文献
102.
This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude. 相似文献
103.
Natalie Campbell 《Journal of Further & Higher Education》2018,42(6):769-783
This article presents the narrative accounts of six elite student-para-athletes attending higher education full time in the UK. Whilst literature concerning the student-athlete population in the UK is growing, there is no research at present that brings to the fore the voices of student-athletes who represent their country in Paralympic sports. In addition, research concerning the experiences of higher education students with disabilities in the UK is heavily concerned with the experience of learning as opposed to the more nuanced experiences of ‘being’ a university student. Accounts concerning the lived experience of higher education were gathered via semi-structured interviews and analysed through a process of interpretative phenomenological analysis producing an intricate, intimate and personal theme for each participant. Analysed and presented as individual case studies, the research demonstrates the uniqueness of experience despite the existence of common and shared life environments. The accounts explore three life-worlds – university, elite sport and disability – and expose the difference in meaning-making by each participant to the identities of ‘athlete’, ‘student’ and ‘disabled’, specifically within the context of higher education. The accounts are presented as three themes that illuminate the contrast in experience: (1) university as a normative and positive experience; (2) university as a disappointing and hindering experience; and (3) university as an experience of personal salvation and purpose. Findings are mapped to the social-relational model of disability to better understand the relationship between individual perception, impairment and environment. 相似文献
104.
105.
In this study, we investigated how the temporal order and variability of events influence 3- and 5-year-old children's developing event representations. Children participated in 3 different events: a logical-invariant (making fundough), a logical-variable (shape collage), and an arbitrary-invariant (sand play) event. At each age, half of the children experienced the events once prior to recalling the events both verbally and behaviorally; the other half experienced the events 4 times, recalled the events verbally after each experience, and behaviorally reenacted the events only after the last experience. Children verbally recalled more and organized their recall better for the logical events than for the arbitrary event, and these differences remained stable with increasing experience. The sequencing of behavioral recall was also more accurate for the logical events than for the arbitrary event across age and condition, but amount of recall did not differ, with one exception. 3-year-old children in the single experience condition recalled less about the variable event than the invariant events. The results indicate that both the structure of the event and children's representational capabilities influence children's developing representations of events. 相似文献
106.
W.A Campbell 《Endeavour》1983,7(3):141-143
This year is the 250th anniversary of the birth of Joseph Priestley. The occasion has been celebrated with many commemorative meetings and publications, swelling an already substantial and comprehensive literature devoted to his life and work. In this article marking the occasion the author has chosen to describe an interesting facet of Priestley's work which is not generally familiar. 相似文献
107.
108.
Campbell Carl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):278-279
International Review of Education - 相似文献
109.
Professor Wolff-Michael Roth Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1998,28(1):107-118
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students
belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this
study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular
claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational
context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text
is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use
“belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character
of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which
includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21) 相似文献
110.
This study investigated the validity of the Autism Behavior Checklist (ABC; Krug, Arick, & Almond, 1993) and the Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 1993a). Both instruments are screening devices designed to measure characteristics of individuals with autistic disorder or, more broadly, pervasive developmental disorders. Results showed that the total scores of the ABC and PDDRS measure significantly overlapping constructs (r= .80). Further, both instruments significantly discriminated between participants with autistic disorder and children with diagnoses frequently confused with autistic disorder. Both instruments provided respectable indices for classification accuracy (PDDRS overall accuracy = 88%, ABC overall accuracy = 80%). Finally, the ABC and PDDRS agreed in their classifications of 85% of the 136 participants; a phi coefficient based on the instruments' nominal classifications of the participants equaled .68 (p< .001). © 2000 John Wiley & Sons, Inc. 相似文献